Inquiry into SDG’s: Gender Equality

This is a series of provocations designed to provide resources for students to inquire into the UN’s Sustainable Development Goals, or SDGs. For more, click here

With International Women’s Day last week, I thought this would be a great time to publish the Sustainable Development Goal of Gender Equality. This goal aims to “achieve gender equality and empower all women and girls.”

Women and children are vulnerable in a myriad of ways, including child marriage, sexual violence, access to education, and presence in leadership, and equal pay. These resources are meant to help students consider what this global goal means to them and how they can be part of the solution.

Resource #1: #IWasTold by Ultimate Software

Resource #2: by International Women’s Day 2018 by Vodafone

Resource #3: Trailer for She Started It Movie

Resource #4: Dream Crazier by Nike

Resource #5: Equality, Sports & Title IX ~Erin Buzuvis & Kristine Newall by TedEd

Resource #6: Malala’s Magic Pencil by Malala Yousafzai and Kerascoet

Provocation Questions:

  • What is gender equality?
  • How do gender equality issues look different around the world? How do they look similar?
  • How is gender equality changing?
  • Whose responsibility is it to make things more equal for all people?

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5 Ways To Make Room for Ownership with “Learning Targets”

I want to see students journey. I want to see them wonder. I want to see them trusting in themselves as they make decisions about their learning — because I don’t hold all the answers for what works best for them.

But I also want to see them given the tools to navigate that journey. I want them to see them feeling confident about strengthening skills. I want them to see them trusting my feedback as their learning consultant — because I can offer them guidance on their journey!

So where does the compromise lie, especially when we’re talking about posting learning targets, success criteria, etc.? After asking this question and searching out my PLN’s strategies over the last several weeks, I have found a few ideas. I would love to hear more of yours!

#1: Don’t necessarily make the success criteria the content itself, but rather the skills and mindsets students might need to be successful.

For example, instead of:

“Identify the difference between weathering and erosion.”

You might write:

“Clearly communicate your science observations through speaking and writing.”

#2: Co-construct success criteria with students.

#3: Rephrase learning targets as questions.

#4: Use James Durran’s “Boxed” Success Criteria device (I really like the big wall version). Read full post here.

#5: Allow students to plan their own learning time based on learning goals they develop (from the curricula & from personal goals)


Ultimately, shifting our conversations from what we expect students to learn to what tools might help students learn can be powerful. Because in the end, their learning is up to them!

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Best Inquiry Picture Books: PYP Round-Up

This is part of a series of inquiry picture book round-ups. See also:

Learner Identities & Subjects, which includes traditional subject areas such as math & writing.

Sustainable Development Goals, which includes the global goals such as responsible production & consumption.

Nearly every one of my “inspiring inquiry” posts ends with at least one book recommendation. I wanted to revisit some of them, but I realized that I’ve now written so many inquiry posts that that would take quite a lot of time to click through.

Which brings me to today’s post! It will be the first of a few book round-ups from my inquiry posts, starting with the International Baccalaureate PYP posts. The words in bold are the topic of the inquiry post (linked back the original as well). Please feel free to add additional book recommendations to the comments. Happy reading!

Empathy: The Invisible Boy by Trudy Ludwig

Curiosity: Pond by Jim LaMarche; The Antlered Ship by Dashka Slater & The Fan Brothers

Commitment: A Lady Has the Floor: Belva Lockwood Speaks Out for Women’s Rights by Kate Hannigan & Alison Jay

Enthusiasm: Fancy Nancy by Robin Preiss Glasser & Jane O’Connor; Sam & Dave Dig a Hole by Jon Klassen & Mac Barnett

Appreciation: Last Stop on Market Street by Matt De La Pena & Christian Robinson; Windows by Julia Denos & E.B. Goodale; How to Write Your Life Story by Ralph Fletcher

Independence: Chopsticks by Amy Krouse Rosenthal & Scott Magoon

Cooperation: Flora & the Peacocks by Molly Idle; Officer Buckle & Gloria by Peggy Rathmann

Integrity: Extra Yarn by Mac Barnett & Jon Klassen; The True Story of the 3 Little Pigs; This is Not My Hat by Jon Klassen; Strega Nona by Tomie de Paola

Tolerance: Most People by Michael Lennah & Jennifer E. Morris

Respect: A Boy & A Jaguar by Alan Rabinowitz & Catia Chien; Don’t Touch My Hair by Saree Miller

Knowledgeable: If Picasso Painted a Snowman by Amy & Greg Newbold

Caring: Those Shoes by Maribeth Boelts & Noah Z. Jones

Principled: Penny & Her Marble by Kevin Henkes; We Found a Hat by Jon Klassen; Extra Yarn by Mac Barnett & Jon Klassen

Risk Taker: I’m Trying to Love Spiders by Bethany Barton; Jubari Jumps by Gaia Cornwall; The Dark by Lemony Snicket & Jon Klassen

Open-Minded: This Is How We Do It by Matt Lamothe; Harold & the Purple Crayon by Crockett Johnson; Finding Wild by Megan Wagner Lloyd & Abigail Halpin

Inquirer: Claymates by Dev Petty & Lauren Eldridge; Beyond the Pond by Joseph Kuefler

Communicator (& other communication post): The Big Bed by Bunmi Laditan & Tom Knight

Balanced: Moon by Alison Oliver & Cinder Edna by Ellen Jackson & Kevin O’Malley

Thinker: What Do You Do With A __? books by Kobi Yamada

Action: What Do You Do With An Idea? by Kobi Yamada & Be Kind by Pat Zietlow Miller

Social Skills: Do Unto Otters by Laurie Keller; We Found a Hat by Jon Klassen

Self Management Skills: Forever or a Day by Sara Jacoby; The North Star by Peter Reynolds

Where We Live PYP Unit: This House Once by Deborah Freedman

How We Express Ourselves PYP Unit & other unit: The Big Orange Splot by Daniel Manus Pinkwater; Extra Yarn by Mac Barnett & Jon Klassen; Rosie Revere, Engineer by Andrea Beaty & David Roberts

Great job if you made it all the way through this list! It made me so happy making it–nothing like a picture book memory lane. You probably also noticed the many Jon Klassen & Mac Barnett reads — I guess their work is just conducive to inquiry!

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“Diverse System, Maximum Resilience”

I recently watched the video below via The Kid Should See This. Though it’s entitled, “A Forest Garden With 500 Edible Plants Could Lead to a Sustainable Future,” gardening was the last thing on my mind. Instead, I couldn’t stop thinking of, you guessed it, students and learning.


First thoughts: How does conventional gardening relate to conventional education?

  • Neat rows for maximum efficiency
  • Keeping species (or age groups) separated from one another
  • Focusing more on maximizing performance from each plant rather than considering how different plants might work together for growth

Next: How are principles of gardening sustainability applicable to learning?

  • Teaching/permitting students to take the lead in their learning.
  • Setting up the environment so that students can flourish in their strengths and in ownership (from access to supplies to apps to loose parts objects). See example in our stop-motion movie making efforts.
  • Ensuring that instruction in skills is balanced with nurturing of meaning and connection. Read this story of two poetry units for ideas.

And finally, how do we mitigate the fear of messier gardening learning and less control?

  • The first answer comes from a quote from the gardener in the video, Martin Crawford: “It can seem a bit overwhelming to have so many different species, but you shouldn’t stop that from beginning a project because you don’t have to know everything to begin with. Just start, plant some trees, and go from there.”
  • Engage students’ voices through class meetings, suggestion boxes, and having plan their own time, and self-assessment. See “10 Ways for Every Student to be on their own Learning Path.”
  • Work with parents proactively so that they understand that messy does not equate to out of control or lack of learning.

I love the image of teachers as gardeners, and all the more so when it’s less about control/production and more about trust in inherent potential. Nourishing along the way, we can all find richer meaning, resilience, and sustainability.

To subscribe or manage your preferences, click here. See more on the weekly topic schedule here.

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10 Fabulous Informational Texts

With how dearly I love my fiction, I feel like I can sometimes devalue informational texts. But the truth is, we have come across so many wonderful reads lately that I know I should share! After all, having a variety of book access is key in helping our students come to identify as readers. I hope you can find some that your readers will love in this list!

#1: Fur, Feather, Fin, All of Us are Kin by Diane Lang and Stephanie Laberis

#2: Everything & Everywhere: A Fact-Filled Adventure for Curious Globe-Trottersby Marc Martin

#3: Gravity by Jason Chin

#4: The Brilliant Deep: Rebuilding the World’s Coral Reefs by Kate Messner & Matthew Forsythe

#5: Tiny Creatures: The World of Microbes by Nicola Davies & Emily Sutton

#6: How to Build a Hug: Temple Grandin & Her Amazing Squeeze Machine by Amy Guglielmo, Giselle Potter, & Jacqueline Tourville 

#7: Astro-Naut Aquanaut by Jennifer Swanson

#8: The Elephant by Jenni Desmond

#9: Fearless Mary by Tami Charles & Claire Almon

#10: What if You Had T. Rex Teeth? & Other Dinosaur Parts by Sandra Markle & Howard McWilliam

Bonus: A few nonfiction authors I’d recommend would include:

  • Dianna Hutts Aston
  • Seymour Simon
  • Kate Messner
  • Steve Jenkins
  • Bethany Barton
  • Brad Meltzer
  • Brian Floca
  • Jeannette Winter
  • Sara Levine

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Join Us For Our Scholarship Webinar Q&A on March 2!

Do you know any high school seniors? Would they be interested in earning a $10,000 scholarship by engaging in a community improvement project?

If so, please help spread the word about our upcoming Q&A webinar with applicants to help support them in their projects! Unlike many scholarships that call for an (often recycled) essay, our Design a Better Future program asks much more of students in working to give to their communities. We want to be there to help guide them in any roadblocks or questions that arise in their work.

The webinar will take place on Saturday, March 2 at 11 am MST. Two of our scholarship committee members, Mary & Lindsay, will field questions & lead the discussion. Register here to receive a reminder and the link to our Zoom meeting!


Inquiry Into the Self Online

I’m taking a break from my provocation series into Sustainable Development Goals for an important inquiry on the way we consume and share online.

With our White Ribbon Week observances & internet safety assemblies, most students know:

  • don’t share personal information
  • don’t cyberbully
  • don’t meet up with strangers you met online

What we don’t talk about as often is the way they feel about their internet presence. Who do they think they need to be and why? How can they use the internet to help fill their cups, rather than drain them?

This week’s provocation is meant to help foster these deeper conversations.

Resource #1: “Selfie Harm” photo series 

Resource #2: Infinite Scroll by Pete Henderson

Resource #3: Side Effects by Chris Cousins

Resource #4: Brene Brown quote

Resource #5: Rock What Ya Got by Samantha Berger

Provocation Questions:

  • What does authenticity mean?
  • How do the internet & social media invite us to connect? How can that connection be positive? How can it be negative?
  • How does it work to embrace who we are even as we work to improve?
  • What are side effects? What are the different perspectives on side effects of social media?
  • How does balance connect to our self-care on social media?

featured image: DeathToTheStockPhoto